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13 Which of the following can students do to help make sure their resulte are valid? A. Keep all of the cups at the same temperature. B. Wait until the end of the investigation to record all of the data at once C. Give each cup of beans a different amount of water. D. Make a prediction about the results. 14 What evidence would support the conclusion that soap in the environment is harmful to plants? The seeds that got plain water sprouted at the same time as those with soapy water. F. G. None of the bean seeds in any of the cups sprouted. H. Seeds that were watered with very soapy water did not sprout. 1. The seeds in cup 1 did not sprout. 5 Different groups of students who carried out this investigation compare their results. One group of students recorded very different results from the other groups in the class. Which step should be completed next to understand why the results are different? A. Review the steps followed by all of the groups. B. Use the very different results as the class results. C. Average all of the groups' results together. Do not use any of the results from any of the aroune

13 Which of the following can students do to help make sure their resulte are valid? A. Keep all of the cups at the same temperature. B. Wait until the end of the investigation to record all of the data at once C. Give each cup of beans a different amount of water. D. Make a prediction about the results. 14 What evidence would support the conclusion that soap in the environment is harmful to plants? The seeds that got plain water sprouted at the same time as those with soapy water. F. G. None of the bean seeds in any of the cups sprouted. H. Seeds that were watered with very soapy water did not sprout. 1. The seeds in cup 1 did not sprout. 5 Different groups of students who carried out this investigation compare their results. One group of students recorded very different results from the other groups in the class. Which step should be completed next to understand why the results are different? A. Review the steps followed by all of the groups. B. Use the very different results as the class results. C. Average all of the groups' results together. Do not use any of the results from any of the aroune

Human Anatomy & Physiology (11th Edition)
Human Anatomy & Physiology (11th Edition)
11th Edition
ISBN:9780134580999
Author:Elaine N. Marieb, Katja N. Hoehn
Publisher:Elaine N. Marieb, Katja N. Hoehn
Chapter1: The Human Body: An Orientation
Section: Chapter Questions
Problem 1RQ: The correct sequence of levels forming the structural hierarchy is A. (a) organ, organ system,...
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Date Name Ose the image to answer questions 13 through 15. Students studied ways that humans affect the environment. They found that some kinds of soaps can affect ecosystems it they get into the Supply. Students asked the scientific question: How does soapy water off Name Use the ima students put plain water in Bottle 1, and water with different amounts matched the bottles every day. 3 Which of the following can students do to help make sure their resuka are valid? A. Keep all of the cups at the same temperature. B. Wait until the end of the investigation to record all of the data at once C. Give each cup of beans a different amount of water. D. Make a prediction about the results. 14 What evidence would support the conclusion that soap in the environment is harmful to plants? The seeds that got plain water sprouted at the same time as those with soapy water. F. G. None of the bean seeds in any of the cups sprouted. H. Seeds that were watered with very soapy water did not sprout. I. The seeds in cup 1 did not sprout. 15 Different groups of students who carried out this investigation compare their results. One group of students recorded very different results from the other groups in the class. Which step should be completed next to understand why the results are different? A. Review the steps followed by all of the groups. B. Use the very different results as the class results. C. Average all of the groups' results together. D. Do not use any of the results from any of the groups. 12 Florida Science Assessment Workbook
Transcribed Image Text:Date Name Ose the image to answer questions 13 through 15. Students studied ways that humans affect the environment. They found that some kinds of soaps can affect ecosystems it they get into the Supply. Students asked the scientific question: How does soapy water off Name Use the ima students put plain water in Bottle 1, and water with different amounts matched the bottles every day. 3 Which of the following can students do to help make sure their resuka are valid? A. Keep all of the cups at the same temperature. B. Wait until the end of the investigation to record all of the data at once C. Give each cup of beans a different amount of water. D. Make a prediction about the results. 14 What evidence would support the conclusion that soap in the environment is harmful to plants? The seeds that got plain water sprouted at the same time as those with soapy water. F. G. None of the bean seeds in any of the cups sprouted. H. Seeds that were watered with very soapy water did not sprout. I. The seeds in cup 1 did not sprout. 15 Different groups of students who carried out this investigation compare their results. One group of students recorded very different results from the other groups in the class. Which step should be completed next to understand why the results are different? A. Review the steps followed by all of the groups. B. Use the very different results as the class results. C. Average all of the groups' results together. D. Do not use any of the results from any of the groups. 12 Florida Science Assessment Workbook
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